GCE
English Literature
Unit F661: Poetry and Prose 1800-1945 (Closed Text)
Advanced Subsidiary GCE
Mark Scheme for June 2014
Oxford Cambridge and RSA Examinations
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This mark scheme is published as an aid to teachers and students, to indicate the requirements
of the examination. It shows the basis on which marks were awarded by examiners. It does not
indicate the details of the discussions which took place at an examiners’ meeting before marking
commenced.
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candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes should be read in conjunction with the published question papers and the report
on the examination.
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© OCR 2014
F661
Mark Scheme
June 2014
Annotations used in the detailed Mark Scheme (to include abbreviations and subject-specific conventions)
Annotation
Meaning
Blank Page – this annotation must be used on all blank pages within an answer booklet (structured or
unstructured) and on each page of an additional object where there is no candidate response.
Positive Recognition
Assessment Objective 1
Assessment Objective 2
Assessment Objective 3
Assessment Objective 4
Attempted or insecure
Analysis
Detailed
Effect
Expression
Link
Answering the question
View
Relevant but broad, general or implicit
1
F661
Mark Scheme
June 2014
Awarding Marks
(i)
Each question is worth 30 marks.
(ii)
For each answer, award a single overall mark out of 30, following this procedure:
refer to the question-specific Notes on the Task for descriptions of levels of discussion and likely content;
using ‘best fit’, as in 10. above, make a holistic judgement to locate the answer in the appropriate level descriptor: how well does the
candidate address the question?
to place the answer precisely within the level and to determine the appropriate mark out of 30, consider the relevant AOs;
bearing in mind the weighting of the AOs, place the answer within the level and award the appropriate mark out of 30.
Mark positively. Use the lowest mark in the level only if the answer is borderline/doubtful.
Use the full range of marks, particularly at the top and bottom ends of the mark range.
(iii)
When the complete script has been marked:
if necessary, follow the instructions concerning rubric infringements;
add together the marks for the two answers, to arrive at the total mark for the script.
Rubric Infringement
Candidates may infringe the rubric in one of the following ways:
only answering one question;
answering two questions from Section A or two from Section B;
answering more than two questions.
If a candidate has written three or more answers, mark all answers and award the highest mark achieved in each Section of the paper.
2
F661
Mark Scheme
June 2014
These are the Assessment Objectives for the English Literature specification as a whole.
AO1
articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and
coherent, accurate written expression
AO2
demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in
literary texts
AO3
explore connections and comparisons between different literary texts, informed by interpretations of other readers
AO4
demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received
3
F661
Mark Scheme
June 2014
Mark Scheme Band Descriptors
Section A
Band 6
26 – 30
marks
AO2
***
AO4
**
AO1
*
Band 5
21 – 25
marks
Band 4
16 – 20
marks
AO2
***
AO4
**
AO1
*
AO2
***
AO4
**
AO1
*
well developed and consistently detailed discussion of effects of language, imagery and verse form
excellent and consistently effective use of analytical methods
consistently effective use of quotations and references to text, critically addressed, blended into discussion
consistently developed and consistently detailed understanding of the significance and influence of contexts in which
literary texts are written and understood, as appropriate to the question
excellent and consistently detailed understanding of poem and question
consistently fluent and accurate writing in appropriate register
critical terminology used accurately and consistently
well structured, coherent and detailed argument consistently developed
developed and good level of detail in discussion of effects of language, imagery and verse form
good use of analytical methods
good use of quotations and references to text, generally critically addressed
good, clear evaluation of the significance and influence of contexts in which literary texts are written and understood, as
appropriate to the question
good and secure understanding of poem and question
good level of coherence and accuracy of writing, in appropriate register
critical terminology used accurately
well structured argument with clear line of development
generally developed discussion of effects of language, imagery and verse form
competent use of analytical methods
competent use of illustrative quotations and references to support discussion
competent understanding of the significance and influence of contexts in which literary texts are written and understood,
as appropriate to the question
competent understanding of poem and question
clear writing in generally appropriate register
critical terminology used appropriately
straightforward arguments competently structured
4
F661
Mark Scheme
Band 3
11 – 15
marks
AO2
***
AO4
**
AO1
*
Band 2
6 – 10
marks
AO2
***
AO4
**
AO1
*
Band 1
0–5
marks
AO2
***
AO4
**
AO1
*
***
**
*
June 2014
some attempt to develop discussion of effects of language, imagery and verse form
some attempt at using analytical methods
some use of quotations/references as illustration
some understanding of the significance and influence of contexts in which literary texts are written and understood, as
appropriate to the question
some understanding of poem and main elements of question
some clear writing, some inconsistencies in register
some appropriate use of critical terminology
some structured argument evident, lacking development and/or full illustration
limited discussion of effects of language, imagery and verse form
description or narrative comment; limited use of analytical methods
limited or inconsistent use of quotations, uncritically presented
limited understanding of the significance and influence of contexts in which literary texts are written and understood, as
appropriate to the question
limited understanding of poem and partial attempt at question
inconsistent writing, frequent instances of technical error, limited use of appropriate register
limited use of critical terminology
limited attempt to structure discussion; tendency to lose track of argument
very little or no relevant discussion of effects of language, imagery and verse form
only very infrequent phrases of commentary; very little or no use of analytical methods
very few quotations (eg 1 or 2) used (and likely to be incorrect), or no quotations used
very little reference (and likely to be irrelevant) or no understanding of the significance and influence of contexts in which
literary texts are written and understood, as appropriate to the question
very little or no connection with poem; question disregarded
persistent serious writing errors inhibit communication of meaning; very little of no use of appropriate register
persistently inaccurate or no use of critical terminology
undeveloped, very fragmentary discussion
Stars denote relative weighting of the assessment objectives
5
F661
Mark Scheme
June 2014
Section B
Band 6
26 – 30
marks
AO2
**
AO3
**
AO1
*
AO4
*
Band 5
21 – 25
marks
AO2
**
AO3
**
AO1
*
AO4
*
Band 4
16 – 20
marks
AO2
**
AO3
**
AO1
*
AO4
*
well developed and consistently detailed discussion of effects of language, form and structure
excellent and consistently effective use of analytical methods
consistently effective use of quotations and references to text, critically addressed, blended into discussion
judgement consistently informed by exploration of different readings of the text
excellent and consistently detailed understanding of text and question
consistently fluent and accurate writing in appropriate register
critical terminology used accurately and consistently
well structured, coherent and detailed argument consistently developed
consistently developed and consistently detailed understanding of the significance and influence of contexts in which
literary texts are written and understood, as appropriate to the question
developed and good level of detail in discussion of effects of language, form and structure
good use of analytical methods
good use of quotations and references to text, generally critically addressed
good level of recognition and exploration of different readings of the text
good and secure understanding of text and question
good level of coherence and accuracy of writing, in appropriate register
critical terminology used accurately
well structured argument with clear line of development
good, clear evaluation of the significance and influence of contexts in which literary texts are written and understood, as
appropriate to the question
generally developed discussion of effects of language, form and structure
competent use of analytical methods
competent use of illustrative quotations and references to support discussion
answer informed by some reference to different readings of the text
competent understanding of text and question
clear writing in generally appropriate register
critical terminology used appropriately
straightforward arguments generally competently structured
competent understanding of the significance and influence of contexts in which literary texts are written and understood,
as appropriate to the question
6
F661
Band 3
11 – 15
marks
Mark Scheme
AO2
**
AO3
**
AO1
*
AO4
*
Band 2
6 – 10
marks
AO2
**
AO3
**
AO1
*
AO4
*
Band 1
0–5
marks
AO2
**
AO3
**
AO1
*
AO4
*
June 2014
some attempt to develop discussion of effects of language, form and structure
some attempt at using analytical methods
some use of quotations/references as illustration
some awareness of different readings of the text
some understanding of text and main elements of question
some clear writing, some inconsistencies in register
some appropriate use of critical terminology
some structured argument evident, lacking development and/or full illustration
some understanding of the significance and influence of contexts in which literary texts are written and understood, as
appropriate to the question
limited discussion of effects of language, form and structure
description or narrative comment; limited use of analytical methods
limited or inconsistent use of quotations, uncritically presented
limited awareness of different readings of the text
limited understanding of text and partial attempt at question
inconsistent writing, frequent instances of technical error, limited use of appropriate register
limited use of critical terminology
limited attempt to structure discussion; tendency to lose track of argument
limited understanding of the significance and influence of contexts in which literary texts are written and understood, as
appropriate to the question
very little or no relevant discussion of effects of language, form and structure
very infrequent commentary; very little or no use of analytical methods
very few quotations (eg 1 or 2) used (and likely to be incorrect), or no quotations used
very little or no awareness of different readings of the text
very little or no connection with text, question disregarded
persistent serious writing errors inhibit communication of meaning; very little or no use of appropriate register
persistently inaccurate or no use of critical terminology
undeveloped, very fragmentary discussion
very little reference (and likely to be irrelevant) or no understanding of the significance and influence of contexts in which
literary texts are written and understood, as appropriate to the question
7
F661
Mark Scheme
June 2014
MARK SCHEME
Question
Indicative Content
Marks
Guidance
Bands
1
Candidates are likely to be aware that the
‘Lost Leader’ of this poem is William
Wordsworth, and that the betrayal of which
he was guilty was his perceived retreat from
his revolutionary past, symbolised by his
accepting sinecures under the Crown. This
contextual knowledge may be helpful to
candidates, but examiners should remember
that wider contextual information should not
dominate; answers may refer more generally
to the idea of a revolutionary leader who has
abandoned the cause. Candidates are likely
to refer to the poem’s unusual, jog-trotting
rhythm, and may identify it as dactylic. They
may feel that the poem is either endorsing or
satirising the speaker. Feelings of anger or
resentment are likely to be found in the
poem’s exclamatory tone (‘How all our
copper had gone for his service!’), use of
plosives (‘purple’; ‘proud’) and rhetorical
force (‘Never glad confident morning
again!’). Links are likely to be made to other
lively and exclamatory poems such as
‘Soliloquy of the Spanish Cloister’.
30
In Section A, the dominant assessment objective is
AO2 (***), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts.
Answers are also assessed for AO4 (**), to
demonstrate understanding of the significance and
influence of the contexts in which literary texts are
written and received. In this part of the exam,
‘context’ is primarily understood to refer to other
poems by the same writer (usually, but not
necessarily, other poems from the prescription).
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
8
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
2
Candidates are likely to identify the journey
in this poem as the journey of life, or
perhaps the journey to death. They are
likely to comment on the contrast between
the fearfulness of the encounter with death
and the good manners and privileged nature
of the journey to the tomb, which is
characteristically presented as a riddle (‘a
House that seemed / A swelling of the
Ground’). Comments on imagery may deal
with the contradictory nature of the children
both struggling and playing (‘Children strove
/ At Recess’), and the enigmatic quality of
the ‘Gazing Grain’, which may be felt to
represent the passivity of nature in life’s
journey, among other possibilities. Answers
may discuss the effect of the dash in the
poem, perhaps suggesting that it fractures
the sense of an orderly carriage-drive out of
the world. Rhyme is likely to attract analysis,
with scarce use of full rhyme, liberal use of
half rhyme and even an example of perfect
rhyme – ‘Ground’ and ‘Ground’ – which is
arguably no rhyme at all. Other poems on
death are likely to feature, such as ‘The last
Night that She lived’.
30
In Section A, the dominant assessment objective is
AO2 (***), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts.
Answers are also assessed for AO4 (**), to
demonstrate understanding of the significance and
influence of the contexts in which literary texts are
written and received. In this part of the exam,
‘context’ is primarily understood to refer to other
poems by the same writer (usually, but not
necessarily, other poems from the prescription).
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
9
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
3
Candidates are likely to note that the poem
is written broadly in iambic pentameter and
that most lines rhyme, but not according to a
regular scheme, so that the rhyme creates a
sense both of pattern and dissonance. They
may point out that, interestingly, the only
unrhymed line is ‘In hope to find whatever it
is I seek’. Some answers may suggest that
the title has a degree of irony; all are likely to
discuss the importance of nature to
Thomas’s happiness, and may suggest that
this poem argues that nature offers its
rewards but that these are not enough (‘The
glory invites me, yet it leaves me scorning /
All I can ever do, All I can be’). Answers are
likely to comment on the tone of frustration
and personal inadequacy (‘must I be content
with discontent...?’; ‘I cannot bite the day to
the core’). Answers may make links to other
poems about nature, such as ‘But these
things also’, or those which are questioning
or frustrated, like ‘Old Man’.
30
In Section A, the dominant assessment objective is
AO2 (***), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts.
Answers are also assessed for AO4 (**), to
demonstrate understanding of the significance and
influence of the contexts in which literary texts are
written and received. In this part of the exam,
‘context’ is primarily understood to refer to other
poems by the same writer (usually, but not
necessarily, other poems from the prescription).
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
10
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
4
Answers to this question are likely to
suggest that the poem’s central figure
represents Yeats himself, and may explain a
number of biographical references in the
poem; as always, such material should be
given credit where it supports an answer to
the question, and should not be allowed to
dominate the answer. Candidates are likely
to show that the poem is an almost onesided dialogue between the man and Echo,
where all that can be offered by Echo is
oblivion. They may point out the Man makes
a series of attempts to make sense of
human experience: the first stanza deals
with guilt about events from his past; the
second suggests that life at any cost is
better than death; and the last that there
may be a solving after-life of some
description, but that the problem of pain (the
‘stricken rabbit’) cannot be ignored.
Answers are likely to comment on the
poem’s simplicity of form and diction, and its
ambition in tackling the big questions. Links
may be made to other poems which deal
with human experience such as ‘Sailing to
Byzantium’.
30
In Section A, the dominant assessment objective is
AO2 (***), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts.
Answers are also assessed for AO4 (**), to
demonstrate understanding of the significance and
influence of the contexts in which literary texts are
written and received. In this part of the exam,
‘context’ is primarily understood to refer to other
poems by the same writer (usually, but not
necessarily, other poems from the prescription).
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
11
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
5(a)
30
Answers to this question are likely to
consider two chief areas of debate: one is
the excitement generated by scientific
discovery and change, which is likely to
privilege reading the novel as a sciencefiction text; the other is the Faustian reading,
in which candidates will suggest that Victor
Frankenstein has gone too far in his
arrogant experimentation. Many answers
are likely to consider the debate between
these two views. Candidates may offer
contextual discussion which includes more
general judgements over scientific
experimentation; such material should be
given credit where it supports an answer to
the question. As always with this novel, in
excellent answers AO3 and AO4 material
should be balanced with detailed attention to
the primary text.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
12
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
5(b)
30
Answers to this question may offer detailed
recall of the last few pages of the novel, but
more generalised discussion of the ending is
also acceptable. Some candidates may
foreground Walton as the narrator in the
discussion and feature narrative technique
as an important part of their answer; others
may prioritise discussion of the story’s
events and the final phase of the relationship
between Victor and his creation. Answers
may or may not find the ending ambiguous
and will argue accordingly; they may
consider Victor and the Creature as doubles,
and are likely to consider the extent to which
the Creature’s encounter with Walton
provides a resolution for the story.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
13
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
6(a)
30
Answers to this question are likely to offer
contextual material about the status of the
governess in 19th century society; such
material should be given credit where it
supports the candidate’s answer to the
question. Answers may feature passages
from the novel where Blanche Ingram and
other guests make the governess debate
explicit; they are also likely to look at early
dialogues between Jane and Mr Rochester
where their relationship is established.
Good answers are likely to consider the
balance of power in this central relationship
and others which are affected by Jane’s
governess status; they should consider the
artistic opportunities this affords the novelist,
possibly showing that Jane appears to some
extent as an outsider.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
14
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
6(b)
30
Answers to this question are likely to
consider conventions within the form of the
Victorian novel, and show how marriage is
an almost inevitable conclusion; however,
there is no obligation to discuss this literary
context. Some candidates may feel that the
plot is somewhat contrived to supply the
marriage-resolution, perhaps especially in
the way it disposes of Bertha Mason to leave
the way free for Jane and Mr Rochester.
They may consider loose ends in the plot,
especially in relation to St John Rivers who
eschews marriage in favour of his
missionary vocation; some answers may
consider interesting the fact that the novel’s
final paragraph is given over to St John
rather than the lovers. Some candidates
may suggest that Jane is empowered by her
marriage; others that it seems to create an
interruption in her journey towards autonomy
and independence.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
15
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
7(a)
30
Answers to this question are likely to
consider the female characters in the light of
their possible victimhood: they may suggest
that Flora is always seen as subordinate to
Miles, and is a little girl who perhaps has
learned dark things; they may see Mrs
Grose as a character who never really
understands events; they are likely to
feature the Governess as someone who fails
in her position of trust, and who ends up with
a dead child in her arms. They may also
suggest that, on the other side, Flora seems
at times a figure with some power, especially
in the Sea of Azof scene; that Mrs Grose can
be seen as the voice of common sense; and
that the Governess does escape and go on
to enjoy professional success elsewhere.
Miss Jessel may also feature as a victim of
Quint and a possible supernatural
aggressor. Candidates should consider at
least two characters; answers may give
much of their time and concentration to the
Governess, which is an acceptable
approach.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
16
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
7(b)
30
Answers to this question are likely to include
some discussion of the novella’s title, where
the ‘turn of the screw’ applies to the
ratcheting up of tension and suspense.
They may discuss the tale as an example of
the ghost story genre, where the ‘unseen’ or
‘other’ is always just out of reach, creating a
page-turner. The frame narrative may be felt
to help in the creation of suspense, since it
gives an atmosphere of expectation and
distance. Good answers are likely to
discuss ways in which the story’s famous
ambiguity creates suspense – there is never
any closure or certainty for the reader.
Answers may anatomise some scenes in
detail in connection with this
ambiguity/uncertainty.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
17
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
8(a)
30
Answers to this question may discuss
possible reasons for a moral being
considered dangerous: they may suggest
that Wilde considers the reader will look at
the moral to the exclusion of everything else;
they may also suggest that concern with a
moral can make an audience puritanical
and/or hypocritical. They are likely to point
out that this novel has a clear moral, and
may suggest that this runs contrary to
Wilde’s preface, which states that ‘an ethical
sympathy in an artist is an unpardonable
mannerism of style’. Good answers may
suggest that the novel is both about
hedonism and its dangers; they may also
suggest that the story does have a moral but
is also about amorality.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
18
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
8(b)
30
Answers to this question may feature
detailed recall of descriptive passages such
as the opening in the garden or Chapter 11
which focuses on the ‘yellow book’; however,
a more generalised discussion of
description/sensory experience is also
acceptable. Some answers may argue that
the story’s qualities of suspense and horror
or its characteristic Wildean humour are
more important than description. Good
answers may show how the sensory
experiences described in the novel are tied
up with its treatment of aestheticism: they
may show how the senses in the novel are
always led by Art rather than Nature.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
19
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
9(a)
30
Answers to this question are likely to focus
on Stevie as a victim with ease; his condition
makes him entirely dependent on his sister,
and his difficulties with understanding his
world inevitably make him prone to suffering.
Ultimately, of course, his victimhood is
played out in his shocking death.
Discussion of Stevie as a visionary may
involve discussion of his symbolic drawing of
circles, a ‘confusion of intersecting lines
suggest[ing] a rendering of cosmic chaos’; it
might be argued that he offers a dark vision
of the universe. Candidates may also refer
to Stevie’s compassion for the cab-horse,
and consider his desire to alleviate suffering.
Stevie may be favourably compared with
other characters who are more limited and
selfish in their outlook.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
20
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
9(b)
30
Good answers to this question may offer a
detailed sense of the workings of the time
scheme, but all are likely to register the fact
that the reader is aware of Stevie’s end even
as he goes to meet it. All candidates are
likely to expand on the futility of the lives
featured in the story, and may also say
something about Conrad’s indirect, nonlinear narrative technique. Candidates are
likely to show how the novel’s time scheme
enables an ironic treatment of events, for
example when Winnie says of Verloc and
Stevie that they ‘might be father and son’.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
21
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
10(a)
30
Candidates are likely to suggest that
Clarissa enjoys a privileged and secure life,
and to focus on a sense of the instability of
human life by discussing the vulnerability of
Septimus Warren-Smith and the way in
which his suffering has an impact on
Clarissa. They may show how Woolf tries to
write about the transitoriness of the moment
and ways in which past and present collide
to challenge her characters. Candidates
may suggest that Clarissa’s daily concerns
seem trivial, but that her vision of the fragility
of humanity is profound.
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
22
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Question
Mark Scheme
Indicative Content
Marks
June 2014
Guidance
Bands
10(b)
Candidates are likely to focus on Woolf’s
narrative technique, referring to it either as
‘stream of consciousness’ or ‘free indirect
discourse’. They should foreground in
discussion issues of time-scheme, probably
showing how the novel is structured chiefly
by following the development of one day,
and complicated by incorporating memories
of earlier times: Bourton for Clarissa and
Peter Walsh, and the experience of battle for
Septimus. Answers are likely to show
Woolf’s technique of indicating time passing
in the day, such as the striking of Big Ben.
30
In Section B, the dominant assessment objectives are
AO2 (**), to demonstrate detailed critical
understanding in analysing the ways in which
structure, form and language shape meaning in
literary texts, and AO3 (**), to explore connections
and comparisons between different literary texts,
informed by the interpretations of other readers.
In this part of the exam candidates are writing about a
single text, so only the part of AO3 given in bold is to
be assessed.
Marks are also available for AO1 (*), to articulate
creative, informed and relevant responses to literary
texts using appropriate terminology and concepts,
and coherent, accurate written expression; and for
AO4 (*), to demonstrate understanding of the
significance and influence of the contexts in which
literary texts are written and received.
The indicative content is intended to indicate aspects
of questions that may feature in candidates’ answers.
It is not prescriptive, nor is it exclusive; examiners
must be careful to reward original but well-focused
answers and implicit as well as explicit responses to
questions.
23
Band 6
26 – 30 marks
Band 5
21 – 25 marks
Band 4
16 – 20 marks
Band 3
11 – 15 marks
Band 2
6 – 10 marks
Band 1
0 – 5 marks
F661
Mark Scheme
June 2014
APPENDIX 1
Use this space for a generic mark scheme grid that applies across the question paper
Assessment Objectives Grid (includes QWC)
Question
1
2
3
4
5(a)
5(b)
6(a)
6(b)
7(a)
7(b)
8(a)
8(b)
9(a)
9(b)
10(a)
10(b)
Totals
AO1
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
10
AO2
15
15
15
15
10
10
10
10
10
10
10
10
10
10
10
10
25
AO3
0
0
0
0
10
10
10
10
10
10
10
10
10
10
10
10
10
24
AO4
10
10
10
10
5
5
5
5
5
5
5
5
5
5
5
5
15
Total
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
60
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